Learning about the Holocaust in primary school: parents' attitudes and extended learning

Tara Jones, Paula Cowan, James Griffiths

Research output: Contribution to conferencePaper

Abstract

Research findings amongst teachers in England (Centre for Holocaust Education, 2014) and the US (Harbaugh, 2013) suggest that a significant number of primary teachers are choosing to teach the Holocaust. While there is anecdotal evidence that parents' concerns about their primary children's learning about the Holocaust is a barrier to primary teachers including the Holocaust in their teaching programmes, there is no empirical evidence to support this. This research provides insight into this by analysing data from oral feedback from a small group of parents whose children learned about the Holocaust in their last year of primary. The children were from the same school, had the same teacher and studied the Holocaust in 2015 and 2016.

Previous findings by the investigator (Cowan and Duffy, under review) which focused on the contribution of Music on p.7 pupils' first lessons of the Holocaust, demonstrated that parents learned about the Holocaust through their children's learning at school. This paper will reflect on this type of learning which researchers refer to as 'extended learning'.

Evidence is based on data from interviews with parents which at the time of writing are scheduled to take place in June 2017. Interviews will be conducted by the research assistant following a grounded approach to qualitative data collection (cf. Charmaz, 2009). In order to develop a robust and rich interpretation of the data, emotion coding, values coding, evaluation coding and versus coding (Saldaña, 2010) will be applied.
Original languageEnglish
Publication statusPublished - 22 Nov 2017
EventScottish Educational Research Association Annual Conference : Educational Futures in a Changing Landscape: Bridging Boundaries or "Mind the Gap"? - University of the West of Scotland, Ayr, United Kingdom
Duration: 22 Nov 201724 Nov 2017
http://www.sera.ac.uk/conference/

Conference

ConferenceScottish Educational Research Association Annual Conference
Abbreviated titleSERA Conference 2017
CountryUnited Kingdom
CityAyr
Period22/11/1724/11/17
Internet address

Fingerprint

Holocaust
primary school
parents
learning
coding
teacher
evidence
teaching program
interview
assistant
school
small group
pupil
music
emotion
interpretation
evaluation
Values

Keywords

  • Holocaust
  • primary
  • interdisciplinary
  • parents

Cite this

Jones, T., Cowan, P., & Griffiths, J. (2017). Learning about the Holocaust in primary school: parents' attitudes and extended learning. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.
Jones, Tara ; Cowan, Paula ; Griffiths, James. / Learning about the Holocaust in primary school : parents' attitudes and extended learning. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.
@conference{28f5d6b5c6fe494ebd8a3b1b2456e382,
title = "Learning about the Holocaust in primary school: parents' attitudes and extended learning",
abstract = "Research findings amongst teachers in England (Centre for Holocaust Education, 2014) and the US (Harbaugh, 2013) suggest that a significant number of primary teachers are choosing to teach the Holocaust. While there is anecdotal evidence that parents' concerns about their primary children's learning about the Holocaust is a barrier to primary teachers including the Holocaust in their teaching programmes, there is no empirical evidence to support this. This research provides insight into this by analysing data from oral feedback from a small group of parents whose children learned about the Holocaust in their last year of primary. The children were from the same school, had the same teacher and studied the Holocaust in 2015 and 2016.Previous findings by the investigator (Cowan and Duffy, under review) which focused on the contribution of Music on p.7 pupils' first lessons of the Holocaust, demonstrated that parents learned about the Holocaust through their children's learning at school. This paper will reflect on this type of learning which researchers refer to as 'extended learning'.Evidence is based on data from interviews with parents which at the time of writing are scheduled to take place in June 2017. Interviews will be conducted by the research assistant following a grounded approach to qualitative data collection (cf. Charmaz, 2009). In order to develop a robust and rich interpretation of the data, emotion coding, values coding, evaluation coding and versus coding (Salda{\~n}a, 2010) will be applied.",
keywords = "Holocaust, primary, interdisciplinary, parents",
author = "Tara Jones and Paula Cowan and James Griffiths",
year = "2017",
month = "11",
day = "22",
language = "English",
note = "Scottish Educational Research Association Annual Conference : Educational Futures in a Changing Landscape: Bridging Boundaries or {"}Mind the Gap{"}?, SERA Conference 2017 ; Conference date: 22-11-2017 Through 24-11-2017",
url = "http://www.sera.ac.uk/conference/",

}

Jones, T, Cowan, P & Griffiths, J 2017, 'Learning about the Holocaust in primary school: parents' attitudes and extended learning' Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom, 22/11/17 - 24/11/17, .

Learning about the Holocaust in primary school : parents' attitudes and extended learning. / Jones, Tara; Cowan, Paula; Griffiths, James.

2017. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Learning about the Holocaust in primary school

T2 - parents' attitudes and extended learning

AU - Jones, Tara

AU - Cowan, Paula

AU - Griffiths, James

PY - 2017/11/22

Y1 - 2017/11/22

N2 - Research findings amongst teachers in England (Centre for Holocaust Education, 2014) and the US (Harbaugh, 2013) suggest that a significant number of primary teachers are choosing to teach the Holocaust. While there is anecdotal evidence that parents' concerns about their primary children's learning about the Holocaust is a barrier to primary teachers including the Holocaust in their teaching programmes, there is no empirical evidence to support this. This research provides insight into this by analysing data from oral feedback from a small group of parents whose children learned about the Holocaust in their last year of primary. The children were from the same school, had the same teacher and studied the Holocaust in 2015 and 2016.Previous findings by the investigator (Cowan and Duffy, under review) which focused on the contribution of Music on p.7 pupils' first lessons of the Holocaust, demonstrated that parents learned about the Holocaust through their children's learning at school. This paper will reflect on this type of learning which researchers refer to as 'extended learning'.Evidence is based on data from interviews with parents which at the time of writing are scheduled to take place in June 2017. Interviews will be conducted by the research assistant following a grounded approach to qualitative data collection (cf. Charmaz, 2009). In order to develop a robust and rich interpretation of the data, emotion coding, values coding, evaluation coding and versus coding (Saldaña, 2010) will be applied.

AB - Research findings amongst teachers in England (Centre for Holocaust Education, 2014) and the US (Harbaugh, 2013) suggest that a significant number of primary teachers are choosing to teach the Holocaust. While there is anecdotal evidence that parents' concerns about their primary children's learning about the Holocaust is a barrier to primary teachers including the Holocaust in their teaching programmes, there is no empirical evidence to support this. This research provides insight into this by analysing data from oral feedback from a small group of parents whose children learned about the Holocaust in their last year of primary. The children were from the same school, had the same teacher and studied the Holocaust in 2015 and 2016.Previous findings by the investigator (Cowan and Duffy, under review) which focused on the contribution of Music on p.7 pupils' first lessons of the Holocaust, demonstrated that parents learned about the Holocaust through their children's learning at school. This paper will reflect on this type of learning which researchers refer to as 'extended learning'.Evidence is based on data from interviews with parents which at the time of writing are scheduled to take place in June 2017. Interviews will be conducted by the research assistant following a grounded approach to qualitative data collection (cf. Charmaz, 2009). In order to develop a robust and rich interpretation of the data, emotion coding, values coding, evaluation coding and versus coding (Saldaña, 2010) will be applied.

KW - Holocaust

KW - primary

KW - interdisciplinary

KW - parents

M3 - Paper

ER -

Jones T, Cowan P, Griffiths J. Learning about the Holocaust in primary school: parents' attitudes and extended learning. 2017. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.